This dissertation examined the dynamics of positive interactions between general education students and students with special needs in elementary inclusion-based physical education settings. More specifically, this qualitative study used a phenomenological research methodology aimed to examine the multiple factors contributing to general education students helping and socially interacting with students with special needs. This research study used a social constructivist theoretical perspective through the process of data collection, organization, and interpretation to ensure an accurate description of the lived experiences of the student-participants. Findings derived from data of this phenomenon were collected through student and parent interviews. Aligned with the foundational research question, the most significant findings detailed the dynamics of positive interactions within inclusion-based physical education settings. The findings indicated that altruism, moral development, and parental nurture were contributing factors to the essence of the phenomenon described as positive interactions between general education students and students with special needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]